Admissions
|Course Syllabus Outline |
|401/501 Teaching and Training |
|CJ 401 201 CRN 2681 CJ 501 201 CRN 2691 |
|Spring 2016 SH 416 T 1600-1820 |
|[pic] |[pic] |[pic] |
| INSTRUCTOR |
|Sam Dameron Criminal Justice & Criminology, IST, COS |
|Office: Smith Hall 732 Phone: (304) 696-2568(CJMU) FAX: (304) 696-3085 |
|Email: dameron@marshall.edu Webpage: |
|Office Hours: M, W, F 1000-1050, M, W 1330-1350 & 1600-1630, T 1330-1510 |
|Required Texts |
|American Psychological Association. (2009). Publication manual of the American |
|Psychological Association (6th ed.). Washington, DC: Author. |
|Svinicki, M., & McKeachie, W. J. (2014). McKIeachie’s teaching tips: Strategies, Research, |
|and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth. |
|Course Description |
|Students examine various theories and techniques used in teaching and training criminal justice professionals, develop lesson plans, and use technology |
|based presentation media to present information. |
|Prerequisites |
|Prerequisite: CJ 200 |
|Computer Requirements |
| A student must have access to a computer, a personal computer or campus computers. A student must be able to use Email, PowerPoint, and Microsoft |
|Word. Emails may be sent to your Marshall Email account for this class. You must regularly monitor your Marshall Email account or have the Email |
|forwarded to another account. Only inquiries from your Marshall Email account will be answered if the request if for student specific information. |
|Students also must have a “jump” or “travel drive” to backup assignments and bring in presentations. Computer loss of assignments will not be accepted |
|as an excuse, so back up your work often. Students also should backup work on their “V” drive to prevent loss. |
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|Desired Learning Objectives |
|IST Department Learning Outcomes |
|1. Students will demonstrate proficiency in the utilization of contemporary technologies to solve real-world problems. |
|2. In the development of a research project, students will scientifically analyze data, evaluate and incorporate relevant research, and describe |
|potential implications. |
|3. Students will effectively communicate in relating findings and recommendations resulting from course projects. |
| |
|Criminal Justice and Criminology: Discipline-Specific Learning Outcomes |
|Differentiate Among Criminal Justice System Components, Roles, and Practices |
|1. Students will define and properly use specialized terms to describe, explain, and differentiate the components, roles, and practices of the criminal |
|justice system. |
|Apply Theory in Criminal Justice and Criminology |
|2. Students will describe, explain, and differentiate major theories and theorists in criminal justice and criminology, and use one or more of these |
|theories to explain a selected behavior (e.g., crime), event (e.g. victimization), or policy response (e.g., law). |
|Upon completion of the Master of Science degree in criminal justice, and in part emphasized and reinforced through this course, graduate students will |
|be able to: |
|Exhibit specialized knowledge in the criminal justice and criminology field by |
|1. demonstrating advanced knowledge of the terms, laws, theories, processes, research methods, statistics, and key principles and |
|2. analyzing and critiquing concepts, theoretical perspectives, empirical findings, and trends. |
|Demonstrate oral, written, and analytic abilities by |
|3. evaluating contemporary criminal justice issues using analytical reasoning, problem solving, and effective communication skills; |
|4. preparing and delivering a presentation using effective oral communication skills that contains sustained, coherent arguments or explanations; and/or|
|5. interpreting descriptive and inferential statistical data. |
|Integrate and apply advanced knowledge of the criminal justice and criminology field by: |
|6. designing and producing an applied, investigative, paper or project with real-world implications that draws on scientific literacy, theoretical |
|criminology, and research methods |
|7. supporting a paper or project with appropriate information from the scholarly literature and using citations in APA format; and |
|8. assessing and articulating the relevant public policy implications of that project. |
| |
|Desired Course Learning Outcomes Matrix |
|How Each Outcome is Practiced in this Course |
|How Each Outcome is Evaluated in this Course |
| |
|1. Students will learn, recall, explain, apply, demonstrate, differentiate, organize, and critique teaching and training techniques and tips. (UG 1) |
|In-class examples, readings, practices and discussions, Quizzes, |
|Quizzes, Writing and Taking; Midterms, Writing and Taking; Teaching; Training; Evaluation of other student’s teaching and training |
| |
| |
| |
|Desired Course Learning Outcomes Matrix |
|How Each Outcome is Practiced in this Course |
|How Each Outcome is Evaluated in this Course |
| |
|2. Students will apply, demonstrate, and critique teaching and training techniques in class room situations. (UG 1 G Obj. 3, 4) |
|In-class examples, readings, practices and discussions, Quizzes |
|Theory Applications, tenets, Midterm, Final |
| |
|3. Students will analyze material and prepare questions to determine student learning. (UG Obj.1; G Obj. 1) |
|In-class examples, readings, and discussions |
| |
|Writing, quizzes, midterm, final exam |
| |
|4. Students will write apply APA guidelines to all assignments and use correct grammar, spelling, and punctuation in assignments. (UG 1; G 7) |
|In-class exercises and discussions, tenets, applications, Quizzes, Informal Writing |
|Lectures, outlines, notes, handouts |
| |
|5. Students will evaluate their own work, the work of other students and prepare evaluation instruments for the students in their class and training and|
|teaching scenarios. (UG 1; G 2, 3) |
|Tenets, Applications, Research article summaries, exam applications, practice evaluations |
|Abstracts/Research article summaries, exam applications, evaluations |
| |
|6. Students will create teaching and training syllabi, lesson plans, tests, handouts, PowerPoint Slides. (UG 1) |
|Practices creating teaching and training syllabi, lesson plans, tests, handouts, PowerPoint Slides. |
|. Students will create teaching and training syllabi, lesson plans, tests, handouts, PowerPoint Slides. |
| |
|7. Students will create and deliver lectures, and use techniques learned in class to produce teaching and training materials. (UG 1; G 2, 6, 4, 7) |
|Tenets, Applications, Research article summaries, exam applications |
|Applications, Tenets |
|Abstracts/Research article summaries |
| |
| |
|Assignment Guidelines |
|Assignments must be written and typed according to APA guidelines with correct grammar, spelling, punctuation, etc. |
|Mockups of Teaching/Training outlines and Syllabi, will be provided at MUonline The site also includes, APA, Web Building, and PowerPoint |
|presentations. |
| |
|Plagiarism is the use of another’s thoughts or ideas and claiming them as your own. This includes quoting without citing, but also includes |
|paraphrasing another’s work without giving them credit. |
|Plagiarism or academic dishonesty, such as cheating on quizzes or exams, as a minimum will result in an “F” for the assignment or course. The |
|infraction also may be reported to the Academic Affairs Office (see current Student Catalog for further consequences). |
| |
|Course Outline |
|Undergraduates must outline 1 chapter of an introduction text in lesson plan format. Graduate Students must outline three chapters in lesson plan |
|format. |
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| |
| |
|Syllabus |
|A syllabus must be constructed by each student for the class they choose to outline and teach. The syllabus must be based upon the university/criminal |
|justice guidelines. |
| |
|Graduate Teaching Assessment/Assessment Tools |
|Each graduate student must build a set of five teaching tools. An index page (1) with picture, teaching philosophy, expertise, 10 links to help |
|students learn, and graphics (based upon the CJ faculty pages online). A study hints page (2) with pictures, graphics and ten study hints (information |
|taken from other sources than the student, some should be, must be cited according to APA format). A syllabus page (3) with the course material |
|required by the Criminal Justice Department. A PowerPoint handout page (4) with the PowerPoint for the teaching presentation in a format to be used for |
|note taking in class. A rubric for evaluation of a syllabus that has 10 evaluation criteria with five point places each. Totaling 100 points |
| |
| |
|Power Points |
|Five slides to use with the training presentation and 10-12 slides for the Teaching Presentation. Graduate students will need more PowerPoint slides |
|for their teaching presentation in an actual class. |
| |
| |
|Short Presentation (Training Presentation) |
|A five to seven minute presentation that uses three training techniques, one of which is five PowerPoints. This must be based upon the training |
|material prepared. |
| |
| |
|Long Presentation (Teaching Presentation) |
|Ten to Fifteen Minute Presentation that involves 10-12 PowerPoint slides and a teaching aid, and five other teaching techniques. The presentation must |
|be based upon one of the chapter outlines from the introductory text. Graduate Students will teach a class for a professor in the Criminal Justice |
|Department, complete with PowerPoint slides (and handout(s) or links if appropriate). |
| |
| |
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|Lesson Plans |
|Students will have to prepare a lesson plan for a training segment on a subject coordinated with the professor and on a teaching segment for the class |
|presentation |
| |
| |
|Participation |
|Participation will be based upon class attendance and participation in teaching. |
| |
| |
|Test 1 |
|The student will have to write a test for three chapters from the text. It will have to be objective questions which cover the information in the |
|chapters assigned. The test will have to be five questions per chapter assigned and will have to have the answers provided. Questions for the final |
|exam will be taken from student questions. |
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|Test 2 |
|The student will have to write a test which has short answer, listing, definitions, and essay questions. There must be three questions per chapter, at |
|least five of which are essay. Answers for the questions must also be provided. Questions from the students will be used for the midterm exam. |
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|Quizzes |
|The student will have to construct quizzes for ten chapters of the text and take another student’s quizzes. Quizzes will be five questions in length and|
|will include an answer sheet on a separate page that is given to the professor to grade the quiz. |
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|Attendance Policy/ Participation Policy |
|University Policies |
|By enrolling in this course, you agree to the University Policies listed below. Please read the full text of each policy by going to |
| clicking on “Marshall University Policies.” Or, you can access the policies directly by going to |
| |
|Academic Dishonesty/Excused Absence Policy for Undergraduates/Computing Services Acceptable Use/Inclement Weather/Dead Week/Students with |
|Disabilities/Academic Forgiveness/Academic Probation and Suspension/Academic Rights and Responsibilities of Students/Affirmative Action/Sexual |
|Harassment. |
| |
|ATTENDANCE POLICY/MAKING UP WORK |
|Role will be called at the beginning of class if you are not there when your name is called/the sign sheet is passed around, you are absent and will not|
|be counted as present if you come up and ask me to count you present. If you miss an exam, quiz, or assignment with no legitimate documented University|
|Excuse, a zero will be given for that requirement with no make-up given. For those students who have a legitimate documented excuse (as defined in the |
|following paragraphs), an alternative time to take the exam/quiz or turn in an assignment will be determined by the instructor. The format of the |
|make-up exams/quiz/assignment will be left to my discretion. In addition, students who are late on exam day will only have the period that remains of |
|the class/test period to complete the examination. In addition, students who are late on exam day will not be permitted to take the exam if another |
|student(s) already has completed the exam and has left the classroom; the exam in this case has been compromised. In other words, you will NOT be able |
|to take the exam or take a make-up exam. If an examination has been excused, failure to make up the examination or quiz at the agreed time will result |
|in a zero for the examination, quiz, or assignment. |
|If you are have a University Excuse for a class period(s), (see below) must be turned in on the first class day the student returns to class at the end |
|of the excused absence. The student must make up the work or make arrangements with the instructor to make up the work that was due within one week of |
|the end of the excuse. Work includes assignments, quizzes, tests, papers, etc. NO MAKE-UP QUIZZES, EXAMINATIONS, OR PAPERS, ETC. WILL BE ACCEPTED FOR |
|UNEXCUSED ABSENCES. In all cases, all missed work must be completed by the class day, Friday, April 29, 2016. |
|University Attendance Policy Statement: |
|Students are expected to attend punctually all class meetings, laboratory sessions, and field experiences and to participate in all class assignments |
|and activities as described in the Course Syllabus. Absences are counted from the first class meeting after the student registers. Students registering |
|late are expected to make up all missed assignments in a manner determined by the instructor. Students should be aware that excessive absences, whether |
|excused or unexcused, may affect their ability to earn a passing grade. |
|The instructor of each class shall establish a policy on class attendance and make-up work, and provide the policy to students in the Course Syllabus. |
|This policy must not conflict with university policies, including this policy. Class attendance may be a criterion in determining a student’s final |
|grade in the course if the instructor provides a statement to this effect in the course syllabus. |
|Students must promptly consult with their instructors about all class absences. Instructors will work with students to identify appropriate |
|documentation and discuss any missed class time, tests, or assignments. Except in the case of University Excused Absences, it is the decision of the |
|instructor to excuse an absence or to allow for additional time to make up missed tests or assignments. A student may not be penalized for an excused |
|absence, provided that the student, in a manner determined by the instructor, makes up the work that has been missed. Instructors are required to honor|
|valid University Excused Absences and to provide reasonable and equitable means for students to make up work missed as a result of those absences. |
|Academic obligations that cannot be made up should be addressed by the course instructor in consultation with the student to ensure that continued |
|enrollment is feasible while there is still an opportunity to drop the course within the established withdrawal period. |
|This policy excludes academic endeavors that require the completion of a specific number of clock hours, such as clinical experiences, practica, and |
|internships. For those courses, the department chair or program supervisor will determine the maximum number of absences. This policy does not supersede|
|program accreditation requirements. This policy also excludes laboratory courses that require significant preparation and monitoring. For such courses,|
|departments will determine the minimum number of laboratories a student must complete to pass the course. If a student cannot complete this number of |
|labs, the instructor may recommend that the student withdraw from the class. |
|If the instructor believes that the number of absences accrued under the terms of this policy (whether excused or unexcused) is such that a student |
|cannot fulfill the learning experience and mastery that a course requires, the instructor may recommend that the student withdraw from the class. |
|University Excused Absences |
|These are addressed by the instructor or the Dean of Student affairs as described in each item. Appropriate documentation is required for each absence. |
|The Dean of Student Affairs will notify course instructors of his or her actions using the university e-mail system. |
|1) University-sponsored activities. |
|Student participation in authorized activities as an official representative of the |
|university. Such activities include official athletic events, ROTC, student government and student organization activities, regional or national |
|meetings or conferences when endorsed by an academic or organization faculty advisor, performances, debates, and similar activities. The Dean of Student|
|Affairs addresses these absences. |
|2) Medical circumstances. |
|a) A student who is briefly ill or injured with fewer than three consecutive hours of class |
|(see (b) below), and is therefore unable to attend class, should first consult with his or her course instructor about the absence. If necessary, the |
|instructor may refer the student to the Dean of Student Affairs. |
|b) The Dean of Student Affairs will address absences of three or more consecutive hours of class. This includes absences of three consecutive one-hour |
|class meetings, one three-hour class meeting, etc. |
|3) Death or critical illness of an immediate family member. |
|Immediate family is defined as parents, legal guardians, |
|siblings, children, spouse or life partner, grandparents, and grandchildren. The Dean of Student Affairs addresses these absences. |
|4) Other official activities. |
|a) Short-term military obligations. The Dean of Student Affairs addresses these absences. Students who are subject to federal military activation are |
|covered by a separate policy. Please consult the catalog for this policy. |
|b) Jury duty, subpoenas for court appearance, religious holidays, and other official activities deemed by the Dean of Student Affairs to warrant an |
|excused absence. |
|5) Extreme personal emergencies. |
|Examples of such events include house fires, serious crimes, and other grave emergencies deemed by the Dean of Student Affairs to warrant an excused |
|absence. |
| |
|Online application for a University Excused Absence |
| |
| |
|Incomplete: “The grade of I (incomplete) indicates that the student has completed three-quarters of the course, as determined by the instructor, but |
|cannot complete the course for a reason that accords with the university excused absence policy. For courses (traditional or online) that do or do not |
|have a defined absence policy, it is determined by the instructor to issue the I grade. Students must be in good standing (for example a C grade or |
|better) in the class prior to requesting an incomplete. The course instructor decides whether or not an incomplete will be granted and specifies in |
|writing on the university incomplete grade form what work the student must complete to fulfill the course requirements.” |
|(Taken from the Undergraduate catalog. Three quarters of the course means ¾ of the assignments/tests/quizzes/etc. point values possible have been |
|completed.) |
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|Class Policies/Philosophy |
|1. A student should recognize that one of the most important aspects of a college education is classroom attendance and participation. The value of |
|this part of the academic experience cannot be fully measured by testing procedures. When students attend classes, they are in a position to make |
|significant contributions to their learning experiences and the learning experiences of other students by asking relevant questions, making pertinent |
|observations, and sharing information. When a student misses class, the student and the class both suffer from a missed opportunity to exchange |
|information and promote the learning process. Students should attend and participate in class. |
|2. Students will be held accountable for all requirements and information covered in all classes, whether or not they attend. If it becomes necessary |
|to give additional quizzes to spur attendance or learning, quizzes may be given and their results applied to any test scores. |
|3. The Criminal Justice Department is not a print shop. No paper will be accepted by email, other than to hold the turn in time. You should make sure |
|to print your material at least one day before it is due to avoid penalties for late papers. |
|4. Phone Behavior (Cell Phones, Pagers, etc.) Turn them off when you get to class. If it goes off, or you are using your phone during class, the |
|entire class will be given a quiz, up to 5 quizzes per class can be given. You should bring five paper pages in case a quiz(zes) is necessary. If you |
|have an emergency situation, let me know and set by the door. When your phone vibrates go into the hall to answer it. |
|5. Computers in class are OK if you are taking notes. If you are emailing, or using the computer for non-class related surfing, your behavior will be |
|counted as phone behavior, see number 4. |
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|6. Classroom demeanor. Civility in class is expected. You must respect the opinions and rights of other students and allow them to participate in |
|class. Be active in discussions, but do not hog them or blurt out answers all the time. Everyone should have a chance to participate in class. |
|7. Stupid questions are questions that are not asked. Questions that are asked are not stupid questions and will not be treated as such. If you have a|
|question on class material, ask it. |
|8. Ignorance means you are unaware of an answer, stupidity means you are incapable of understanding or knowing. If you don’t understand something, ask.|
|I doubt that you are incapable of learning the material. Don’t let ignorance become stupidity, ask in class, by email, or come to my office. |
|9. Answer questions during discussions. If you are wrong, I’ll let you know as gently as possible. I won’t make fun of your answer or you. However, |
|make a true effort to answer the question. If you are just trying to be the center of attention and hog the discussions, I’ll let you know before the |
|next class that you are over the top. |
|10. Communicating with me. You can call my phone number during office hours, or email me at my Marshall Email address. You should email me from |
|your official Marshall Email Account. We are only allowed to send student information to a student’s official email account. In the Subject box, you |
|should put in a description of what you want, like a “Question about CJ 401 or CJ 501”, always include the course number and section number. That way, |
|I will know the class and section to which you are referring. Also, use the name you are using on the class roll on all tests, quizzes, exams, and |
|emails so that I will know it is you. |
|11. I am not an attorney and do not give legal advice. Any legal interpretations in class are mine and should not be considered as legal advice |
|or to be absolutely correct under all circumstances. If you have legal questions, check the state code and/or ask an attorney. Interpretations are for|
|classroom use only and are educational interpretations. |
|12. I have significant hearing loss, especially in my right ear. Please speak up in class. If I miss what you say it isn’t on purpose. Also, |
|please don’t chat in class with other students, it makes it harder for me to hear what students are saying that pertains to class. |
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|ASSIGNMENT |
|Undergraduate |
|Graduate |
| |
| |
|Points |
|# |
|Total Points |
|Grad |
|# |
|Total Points |
| |
|Write Objective Test |
| |
| |
|Undergraduate |
|50 |
|1 |
|50 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|50 |
|1 |
|50 |
| |
| |
| |
|Write Short Answer/ Essay Test |
| |
| |
|Undergraduate |
|50 |
|1 |
|50 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|50 |
|1 |
|50 |
| |
| |
| |
|Classroom Quizzes Taken |
| |
| |
|Undergraduate |
|10 |
|5 |
|50 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|10 |
|5 |
|50 |
| |
| |
| |
|Constructed Quizzes |
| |
| |
|Undergraduate |
|10 |
|5 |
|50 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|10 |
|5 |
|50 |
| |
| |
| |
|COURSE SYLLABUS |
| |
| |
|Undergraduate |
|100 |
|1 |
|100 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|100 |
|1 |
|100 |
| |
| |
| |
|Training Presentation |
| |
| |
|Undergraduate |
|50 |
|1 |
|50 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|50 |
|1 |
|50 |
| |
| |
| |
|Teaching Presentation |
| |
| |
|Undergraduate |
|100 |
|1 |
|100 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|150 |
|1 |
|150 |
| |
| |
| |
| |
| |
|ASSIGNMENT |
|Undergraduate |
|Graduate |
| |
| |
|Points |
|# |
|Total Points |
|Grad |
|# |
|Total Points |
| |
| |
| |
|PowerPoint Slides |
| |
| |
|Undergraduate |
|5 |
|15 |
|75 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|5 |
|5 |
|25 |
| |
| |
| |
|Training Lesson Plans |
| |
| |
|Undergraduate |
|50 |
|1 |
|50 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|25 |
|1 |
|25 |
| |
| |
| |
|Teaching Lesson Plans |
| |
| |
| |
| |
| |
| |
| |
|Undergraduate |
|100 |
|1 |
|100 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|100 |
|1 |
|100 |
| |
| |
| |
|Teaching Tools Assessment/Assessment |
| |
| |
| |
|15 |
|5 |
|75 |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Midterm |
| |
| |
|Undergraduate |
|125 |
|1 |
|125 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|100 |
|1 |
|100 |
| |
| |
| |
|Final Examination |
| |
| |
|Undergraduate |
|125 |
|1 |
|125 |
| |
| |
| |
| |
|Graduate |
| |
| |
| |
|100 |
|1 |
|100 |
| |
| |
| |
|Total |
| |
|1000 |
| |
| |
|1000 |
| |
|Grade Scale A=900-1000 B=800-899 C=700-799 D=600-699 F= ................
................
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